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Critical Curriculum Studies and the Concrete Problems of Curriculum Policy and Practice
- Source :
-
Journal of Curriculum Studies . 2018 50(6):685-690. - Publication Year :
- 2018
-
Abstract
- In this article, I share a number of thoughts and concerns about the current and future status of a field in which I have been a participant for five decades. I know that many others share these worries as well. Speaking honestly, I am deeply concerned that too much of the field of curriculum has lost its way. Too much of it is characterized by a condition of historical amnesia. It has too often forgotten the key questions about what and whose knowledge should be official. It has become lost in postmodern abstractions and deconstructive despair. It is hermetic in too many ways and has in the process lost its ability to speak clearly about some major problems facing schools, teachers, students and communities. With neoliberal, neoconservative, authoritarian populist, and new managerial forces increasingly occupying the space of real policies and practices, we have little voice in the public debates over the realities of schooling and the decisions of curriculum policies and practices. The field of education deserves more.
Details
- Language :
- English
- ISSN :
- 0022-0272
- Volume :
- 50
- Issue :
- 6
- Database :
- ERIC
- Journal :
- Journal of Curriculum Studies
- Publication Type :
- Academic Journal
- Accession number :
- EJ1200093
- Document Type :
- Journal Articles<br />Reports - Descriptive
- Full Text :
- https://doi.org/10.1080/00220272.2018.1537373